MAT ORIENTATION

1. MAT ORIENTATION Missouri State University Missouri Southern State University Missouri State University at West Plains June 2010

2. Agenda • Welcome and Introductions (E. Sawyer) • Field Experiences and Clinical Practice (Peggy Preston/Julie Bandy) • Advisor Approved Program of Study (E. Sawyer • SFR 797 (E. Sawyer) • Section assignments by content area and instructor • Subject area methods assignments and locations • PRAXIS II/Transcript Analysis (E. Sawyer)) • Review of course sequence (E. Sawyer) • PSY 710 for PSY 703 • ART 783 • MID 725 • Must remove all incompletes from subject area and MAT courses before graduating • MS ED Admin (E. Sawyer) • SURVEYS (E. Sawyer) • Pre-Assessment • Portfolio (B. Sawyer/E. Sawyer) • General Overview • Research (E. Sawyer) • TWS • Seminar paper or Thesis • Autoethnography • Ozarks Writing Project w/ Dr. Keri Franklin • Previous research completed in another master’s program • Advisement (E. Sawyer) • Certification v. Graduate • Other MAT Orientation

3. Agenda #1 • Welcome • Introductions • Lisa Monkres, Administrative Specialist, MAT/SEACT/VI/TCO (836-4206) • Jennifer Jensen & Cindy Thieman, TCO Advisors (836-8772) • Peggy Preston, Coordinator of Educational Field Experiences (836-5253) • Julie Bandy, Assistant Coordinator of Educational Field Experiences (836-5253) • Rebecca Sawyer, Instructor, SFR 797, (773-8700) • Dr. Steve Hinch, Director, MAT (836-3170) MAT Orientation

4. Agenda #2 • Field Experiences and Clinical Practice • Peggy Preston & Julie Bandy MAT Orientation

5. Agenda #3 AAPS Official Graduate Program Document Changes to AAPS Approved by Director Issues Certification Graduate Degree MAT Orientation

6. Agenda #4 • SFR 797 • Section Assignments MAT Orientation

7. Agenda #4 • Subject Area Methods • Handout Only MAT Orientation

8. Agenda #5 • PRAXIS II & Transcript Analysis • Deadline: Fall semester preceding enrollment in SFR 797 • Candidates may not student teach until earning a passing score on the appropriate subject area test • Codes • Be sure to take the correct test • Be sure to enter MSU code for distribution of results MAT Orientation

9. Agenda #6 • Review of Course Sequence • MAT Courses • PSY 710 for PSY 703/705 • ART 783 • Must remove incompletes in order to graduate • Subject Area Courses • Defined by MAT Transcript Analysis • Must remove incompletes in order to graduate • Middle School Certification • MID 725 • Grades • No more than 9 credit hours of C grades • Incompletes must be removed within one calendar year MAT Orientation

10. Agenda #7 • What if I want to be a school administrator? MAT Orientation

11. Agenda #8 • Surveys • Pre-Survey for SFR 797 • Post-Survey for SFR 797 • Summer Evaluation MAT Orientation

12. Agenda #9 • Portfolio Overview • Completed by the end of SFR 784 and prior to SFR 785 • Electronic filing cabinet • Candidate demonstrates competencies required by DESE for certification • MoSTEP Quality Indicators • 1.2.1 – 1.2.11 • http://www.dese.mo.gov/schoollaw/rulesregs/documents/MoSTEP_10-06.pdf • PEU Conceptual Framework: General Learning Outcomes • Subject Area Standards • http://www.dese.mo.gov/divteachqual/teached/competencies/ MAT Orientation

13. Agenda #9 Example: DESE MoSTEP Standard, 1.2 • 1.2 Professional Competencies for Teacher Preparation (Initial) Candidates for teacher certification have completed a program of content, professional, pedagogical, and integrative studies. Quality Indicators: 1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students. Performance Indicators: The preservice teacher 1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri; 1.2.1.2 presents the subject matter in multiple ways; 1.2.1.3 uses students' prior knowledge when identifying learning objectives and choosing instructional strategies; 1.2.1.4 engages students in the methods of inquiry used in the discipline; 1.2.1.5 creates interdisciplinary learning. 1.2.2 The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.    MAT Orientation

14. Agenda #9 • 1.2 Professional Competencies for Teacher Preparation (Initial) • Candidates for teacher certification have completed a program of content, professional, pedagogical, and integrative studies. • Quality Indicators: • 1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students. • 1.2.2 The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students. • 1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. • 1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards. • Performance Indicators: The preservice teacher • 1.2.5 The preservice teacher uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. • 1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. • 1.2.7 The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. • 1.2.8 The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. • 1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession • and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students. • 1.2.10 The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being. • 1.2.11 The preservice teacher understands theories and applications of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students. MAT Orientation

15. Agenda #9 • PEU Conceptual Framework: General Learning Outcomes • The curricula of professional education programs at Missouri State University reflect our commitment to these beliefs. Further, they reflect and are aligned with the professional standards specified by state, national, and professional accreditation organizations. Our initial and advanced programs are designed to develop candidate knowledge, skills, and dispositions associated with successful professional educational practice. • Missouri State professional education graduates will demonstrate competence in: • 1.     Foundations: knowledge of the historical development of the profession, and foundational issues and arguments underlying its practices, as well as understanding of the importance of integrated learning across disciplines. • 2.     Subject Matter: knowledge of subject matter discipline content and the ability to integrate content with pedagogy appropriate to the candidate’s field of study. • 3.     Learning and Development: knowledge of human development and motivation, theories of learning, pedagogy and assessment. • 4.     Reflective skills: communication skills, critical and creative thinking abilities and other skills crucial to reflective decision-making. • 5.     Technology: knowledge and skills in the use of technology appropriate to the candidate’s field of study. • 6.     Professional Skills: the practical abilities to implement the skills, techniques, and strategies associated with student learning and development in the educational context in which they practice. • 7.     Assessment Skills: the skills to conduct valid and reliable assessments of their students’ learning, and use that assessment to improve learning and development for their students. • 8.     Dispositions: the intellectual, social, ethical, and other personal attributes and beliefs previously ascribed to reflective decision-makers in a variety of professional settings, including a commitment to their own lifelong learning and professional development. • 9.     Diversity: the ability to skillfully facilitate and promote the learning of all students, including those from diverse cultural, racial and economic backgrounds, and those with disabilities. • 10. Collaboration and Leadership: the ability and skills to foster and maintain collaborative, empowering relationships with other professionals within schools and the community. MAT Orientation

16. Agenda #10 • Research Component • Courses • SFR 780 • EDC 786 • TWS • Types of Research • Action • Quantitative • Qualitative • Autoethnography • Seminar Paper or Thesis • Research from a Previous Graduate Degree • Ozarks Writing Project • Dr. Keri Franklin MAT Orientation

17. Agenda #10 • Autoetnography • “A reflective examination by an individual set within his or her cultural context” (Gay, et al., 2006). • Examples • Lotz, J. (2010). Reading but not understanding: One teacher’s story of working with struggling high school readers. • Oakes, J. (2010). A case study: Music facilities in Neosho secondary schools. • Goswick, J. (2010). The development and implementation of an intake assessment tool for English language learners. • Snow, L. (2010). Engaging connections from art to literature to life inspiring critical connections through and interdisciplinary approach. • Kaiser, B. (2010). An investigation into the teaching of soft skills fro the 21st century in a rural high school in located in southwest Missouri. MAT Orientation

18. Agenda #11 • Advisement • Certification • Graduate MAT Orientation

19. Celebration! • Cohort 10 In 2001, the MAT program began with eight students on the Springfield campus. Since that time, an agreement was signed between MSU and MSSU in 2005, and students began taking courses in Joplin. In 2008, a cohort was added at the MSU West Plains campus. From its humble beginnings, the MAT has grown to be the second largest graduate program at MSU with students teaching in schools across Missouri, other states such as South Dakota and Pennsylvania and foreign countries such as Poland. From 8 students in Cohort 1 in 2001, to 81 students in three locations in 2010, the MAT is providing highly qualified teachers who can impact student learning in a high stakes educational environment. Congratulations on being a member of Cohort 10! MAT Orientation